COMMUNITY ENGAGEMENT ACTION GOALS How can we guide students to take authentic action in the community? With the hope to: *Change student perspective/thinking
*Become an active citizen in the community [not a passive citizen]
*Impact on the community
*Build and foster relationships within the community
*Build the profile of Holy Name
*Have a better understanding of the term community
GUIDELINES AND EXPECTATIONS There is an expectation that each level [1, 2, 3, 4] in their taking action area involves the engagement in the wider community ongoing for the year focusing on one area eg. Rubbish and recycling/Confirmation and social justice/Responsible pet ownership/Numeracy and construction of a veggie patch.
BASELINE DATA Prior knowledge evidence and ongoing snapshots of the development of the group Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/work samples/surveys/questionnaires/ *Survey community of Reservoir and ask them what they know about Holy Name* Why Holy Name? – eg. Word of mouth, directly impacted, indirectly
ONGOING EVIDENCE Follow the development and understandings of three students from one grade and one level collecting all evidence Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/surveys/questionnaires/ LEVEL 1 – Meagan Baldwin/Melinda Sgarbossa/Wendy Hoare LEVEL 2 – Derryn Ling/Kate Thompson/Maria Smith/Linda Minahan/Antonella Catalano LEVEL 3 – Dave Gallacher/Lynda Bakas/Nives Foresio/Rosa Zannoni LEVEL 4 – Chris Borg/Megan Agar/Justin Delaney
Why is personally and professionally important? How will pursuing this lead to student learning? Why focus on the community relationships? · Increase the relevance and purpose of learning · Connect to real world and be citizens · Increase physical emotional and intellectual engagement · Utilise people and community resources · Challenge and develop deep understanding · Develop lifelong skills
ANNUAL ACTION PLAN The relevance of this action within the Annual Action Plan in the area of: LEARNING AND TEACHING Intended Outcomes: 1. That student capacity for self directed learning will continue to develop. 2. That staff demonstrate a shared understanding of contemporary pedagogical practices and procedures. Key Improvement Strategies: 1. Build teaching expertise in order to implement consistently high quality classroom practices across the whole school. 2. Structure teaching to meet the differentiated learning needs and styles of individual students. 3. Use data including classroom assessment data in a focused and rigorous way to improve student and school performance 4. Build a staff culture of sharing and mutual responsibility that will enhance professional dialogue and learning. Evidence: 1. Continue student goal setting 2. Develop staff capacity in student assessment (of, for, as learning) 3. Develop staff capacity in the use of I.C.T 4. Develop metacognition and thinking skills 5. Engage students in assessing and reporting their own progress 6. Ensure all teachers are continually exposed to the Principles of Learning and Teaching [POLT]
SCHEMA PATHWAY: [highlight document – contemporary learning with the context of the catholic school] Supporting the Learner – Learning Opportunities that are: · Rigorous and relevant · Rich in assessment: for, as of learning · Personalised Learning Environments that are: · Connected to local and global networks · Collaborative · Inquiry focussed
Enabling the Learner – Core knowledge skills and understanding developed through: · Reflecting and planning · Communicating and collaborating · Exploring, experimenting, and creating new knowledge · Thinking and working creatively Contemporary Literacies that involve: · Look at community projects Parents running workshops and being guests Collection of data: from students, teachers, reflections and ourselves.
What does it look like? Whatever the students choose to take action will be their student outcomes/learnings and assessment.
What do we need and want?
Good questioning not to tell but to guide student to create and wonder the ideas. Tool to guide students with planning and goal setting
Case Study
COMMUNITY ENGAGEMENT
ACTION GOALS
How can we guide students to take authentic action in the community?
With the hope to:
*Change student perspective/thinking
*Become an active citizen in the community [not a passive citizen]
*Impact on the community
*Build and foster relationships within the community
*Build the profile of Holy Name
*Have a better understanding of the term community
GUIDELINES AND EXPECTATIONS
There is an expectation that each level [1, 2, 3, 4] in their taking action area involves the engagement in the wider community ongoing for the year focusing on one area eg. Rubbish and recycling/Confirmation and social justice/Responsible pet ownership/Numeracy and construction of a veggie patch.
BASELINE DATA
Prior knowledge evidence and ongoing snapshots of the development of the group
Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/work samples/surveys/questionnaires/
*Survey community of Reservoir and ask them what they know about Holy Name* Why Holy Name? – eg. Word of mouth, directly impacted, indirectly
ONGOING EVIDENCE
Follow the development and understandings of three students from one grade and one level collecting all evidence
Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/surveys/questionnaires/
LEVEL 1 – Meagan Baldwin/Melinda Sgarbossa/Wendy Hoare
LEVEL 2 – Derryn Ling/Kate Thompson/Maria Smith/Linda Minahan/Antonella Catalano
LEVEL 3 – Dave Gallacher/Lynda Bakas/Nives Foresio/Rosa Zannoni
LEVEL 4 – Chris Borg/Megan Agar/Justin Delaney
Why is personally and professionally important?
How will pursuing this lead to student learning?
Why focus on the community relationships?
· Increase the relevance and purpose of learning
· Connect to real world and be citizens
· Increase physical emotional and intellectual engagement
· Utilise people and community resources
· Challenge and develop deep understanding
· Develop lifelong skills
ANNUAL ACTION PLAN
The relevance of this action within the Annual Action Plan in the area of:
LEARNING AND TEACHING
Intended Outcomes:
1. That student capacity for self directed learning will continue to develop.
2. That staff demonstrate a shared understanding of contemporary pedagogical practices and procedures.
Key Improvement Strategies:
1. Build teaching expertise in order to implement consistently high quality classroom practices across the whole school.
2. Structure teaching to meet the differentiated learning needs and styles of individual students.
3. Use data including classroom assessment data in a focused and rigorous way to improve student and school performance
4. Build a staff culture of sharing and mutual responsibility that will enhance professional dialogue and learning.
Evidence:
1. Continue student goal setting
2. Develop staff capacity in student assessment (of, for, as learning)
3. Develop staff capacity in the use of I.C.T
4. Develop metacognition and thinking skills
5. Engage students in assessing and reporting their own progress
6. Ensure all teachers are continually exposed to the Principles of Learning and Teaching [POLT]
SCHEMA PATHWAY: [highlight document – contemporary learning with the context of the catholic school]
Supporting the Learner –
Learning Opportunities that are:
· Rigorous and relevant
· Rich in assessment: for, as of learning
· Personalised
Learning Environments that are:
· Connected to local and global networks
· Collaborative
· Inquiry focussed
Enabling the Learner –
Core knowledge skills and understanding developed through:
· Reflecting and planning
· Communicating and collaborating
· Exploring, experimenting, and creating new knowledge
· Thinking and working creatively
Contemporary Literacies that involve:
·
Look at community projects
Parents running workshops and being guests
Collection of data: from students, teachers, reflections and ourselves.
What does it look like?
Whatever the students choose to take action will be their student outcomes/learnings and assessment.
What do we need and want?
Good questioning not to tell but to guide student to create and wonder the ideas.
Tool to guide students with planning and goal setting
Wall Wisher